[Federal Register: April 14, 1997 (Volume 62, Number 71)] [Notices] [Page 18201-18231] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr14ap97_dat-147] [[Page 18201]] _______________________________________________________________________ Part III Department of Labor Employment and Training Administration Department of Education Office of Vocational and Adult Education _______________________________________________________________________ School-to-Work Opportunities; Urban/Rural Opportunities Grants; Application Procedures; Notice [[Page 18202]] ======================================================================= ----------------------------------------------------------------------- DEPARTMENT OF LABOR Employment and Training Administration DEPARTMENT OF EDUCATION Office of Vocational and Adult Education School-to-Work Opportunities; Urban/Rural Opportunities Grants; Application Procedures AGENCIES: Employment and Training Administration, Department of Labor. Office of Vocational and Adult Education, Department of Education. ACTION: Notice of availability of funds, solicitation for grant application (SGA) and an Empowerment Zone/Enterprise Community EZ/EC invitational priority for School-to-Work Urban/Rural Opportunities Grants. ----------------------------------------------------------------------- SUMMARY: This notice announces the 1997 competition for Urban/Rural Opportunities Grants authorized under Title III of the School-to-Work Opportunities Act of 1994 (the Act). This notice contains all of the necessary information and forms to apply for funds appropriated in FY 1996. Urban/Rural Opportunities Grants enable local partnerships serving youth who reside or attend school in high poverty areas to develop and implement School-to-Work Opportunities initiatives in high poverty areas of urban and rural communities. These initiatives offer young Americans in these communities access to School-to-Work Opportunities programs specifically designed to address barriers to their successful participation in such programs and to prepare them for further education and training and first jobs in high-skill, high-wage careers. DATES: Applications for grant awards will be accepted commencing April 14, 1997. The closing date for receipt of applications is June 30, 1997 at 2 p.m. (Eastern time) at the address below. Telefacsimile (FAX) applications will not be accepted. ADDRESSES: Applications must be mailed to: U.S. Department of Education, Application Control Center, Attention: CFDA #278G, Washington, DC 20202-4725. FOR FURTHER INFORMATION CONTACT: Christine Camillo, National School-to- Work Office, Telephone: (202) 401-6222 (this is not a toll-free number). Individuals who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1-800- 877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through Friday. SUPPLEMENTARY INFORMATION: Section A. Background The Departments of Labor and Education are reserving funds appropriated for FY 1996 for a competition for Urban/Rural Opportunities Grants authorized under Title III of the Act. Grants under this competition will be awarded to local partnerships that serve high-poverty areas and that are also prepared to develop and implement local School-to-Work Opportunities initiatives in these areas. The Departments recognize that high-poverty areas face particular challenges in implementing School-to-Work initiatives, including: Few large private or public employers; dropout rates that, in many cases, are over 50 percent; poor students who may be much less aware of post- secondary opportunities than students in other areas; strong peer pressure that does not [necessarily] promote achievement among youth; pressure on youth from situations outside of school that may affect their school performance; schools with students of more diverse ethnic and racial backgrounds than schools in other areas; proportionately more out-of-school youth than in other areas; and uneven quality in educational and employment opportunities available to high-poverty area youth. Due to these particular challenges, a local partnership in a high- poverty area must identify and address a great variety of needs of youth residing, or attending school, in these areas. The Departments encourage applications from only those local partnerships that propose innovative and effective ways to deliver the common features and basic program components as outlined in Title I of the Act and that have the potential to serve large numbers of students who reside or attend school in the targeted area. Further, the Departments wish to emphasize the importance of a local partnership's ability to coordinate its strategies for serving in-school and out-of-school youth; for achieving its planned goals and outcomes; for assessing and addressing the multiple needs of high-poverty area youth, particularly the human service needs; and for linking effectively with both schoolwide reform efforts and with State and community plans for a comprehensive School- to-Work Opportunities system. In accordance with the authority provided in Section 5 of the Act, the Departments have determined that the administrative provisions contained in the Education Department General Administrative Regulations (EDGAR), at 34 CFR parts 74, 75, 77, 79, 80, 82, 85 and 86, will apply to grants awarded to local partnerships under this Urban/ Rural Opportunities Grant competition. This notice contains the definition of the term ``administrative costs,'' as established by the Departments in a final notice published on November 14, 1995 (60 FR 57276), and a 10 percent cap on administrative costs incurred by local partnerships receiving grants under Title III. This notice also establishes an invitational priority for funding EZ/EC applicants, and contains all of the other necessary information and forms to apply for a grant. Section B. Purpose Under this competition, the Departments will award grants to local partnerships serving youth who reside or attend school in high-poverty areas that have built a sound planning and development base for their school-to-work programs, to begin implementation of School-to-Work Opportunities initiatives that will become part of statewide School-to- Work Opportunities systems. These local initiatives offer young Americans access to programs designed to increase their opportunities for further education and training, to prepare them for first jobs in high-skill, high-wage careers, and to address the special needs of youth residing or attending school in high poverty areas. Section C. Application Process 1. Eligible Applicants (A) Local Partnership Definition A local entity that meets the definition of ``local partnership'' in section 4(11) of the Act is eligible to apply for an Urban/Rural Opportunities Grant. As defined in the Act, an eligible partnership must include employers, representatives of local educational agencies and local postsecondary educational institutions (including representatives of area vocational education schools, where applicable), local educators, representatives of labor organizations or nonmanagerial employee representatives, and students. Other entities appropriate to effective implementation of a local School-to-Work Opportunities initiative should also be included in the partnership. Such partnerships must be in place prior to submitting an application for funding. Under section 302(b)(2) of the Act, a local partnership is eligible to receive only one (1) Urban/Rural Opportunities Grant. [[Page 18203]] (B) High-Poverty Area Definition In addition to meeting the definition of ``local partnership'' in section 4(11) of the Act, under section 307 of the Act, applicants seeking funding under this notice are required to meet the definition of ``high-poverty area'' as stated in that section and to describe the urban or rural high poverty area to be served. The description must include: * A map indicating the urban census tract, contiguous group of urban census tracts, block number area, contiguous group of block number areas, or Indian reservation to be served by the local partnership. To be considered contiguous, the tracts, areas or reservations to be served must be touching at any point. * The population of each urban census tract, block number area, or Indian reservation to be served, along with the total population of the entire area to be served; and * The poverty rate for each urban census tract, block number area, or Indian reservation to be served, among individuals under the age of 22, as determined by the U.S. Bureau of the Census, along with an average poverty rate among this age group for the entire area to be served. Only U.S. Bureau of Census statistics may be submitted for review. Only those applicants that both provide the required map and population/poverty rate data in their applications in the format outlined in this subsection of this notice and that meet the definition of a high poverty area as described in this subsection will be considered for funding. The Departments intend to pre-screen all applications for high poverty area eligibility prior to the panelists' review and will not consider any applications that do not contain the required map and population/poverty rate data. Information in addition to what is required in this notice with regard to population/poverty rate data is not necessary and will have no influence upon meeting the high poverty area definition. Applicants will not have the opportunity to submit additional or revised information should a determination be made that the identified area does not meet the high poverty definition. Note: U.S. Bureau of Census information may be obtained through a local college or university, city planning department, State data center, or through the Data User Service Division of the U.S. Bureau of the Census. Applicants are encouraged to utilize local providers of U.S. Bureau of Census data. For those applicants who are unable to locate such data, please contact the Census Bureau State Data Center for your local area. A list of State and Local Data Center contacts is included in an appendix to this notice. Population/ poverty rate data published by the Bureau of the Census is provided in age ranges: 0-5, 6-11, 12-17, 18-24, and 25 and up. The Departments will accept poverty rate data for the age range up to 17 or up to 24, whichever is higher, for the purposes of eligibility. In order to be considered for funding, all census tracts or blocks within the area to be served must be characterized by a poverty rate of 20.0 percent or greater among the age group. 2. State Comments The local partnership must submit its application to the State for review and comment before submitting the application to the Departments, in accordance with section 303(a) of the Act. The application should be submitted to the State's School-to-Work Contact. A list of State School-to-Work Contacts is included in an appendix to this notice. The Departments expect that the State School-to-Work Contact will provide all members of the State School-to-Work Partnership listed in section 213 (b)(4)(A)-(K) of the Act an opportunity to review and comment on the local partnership's application. Of particular importance to the Departments are each State's comments on the consistency of the local partnership's planned activities with the State's plan for a comprehensive statewide School- to-Work Opportunities system and the relationship of any proposed activities with other local school-to-work partnerships or plans, especially if the grant applicant is not specifically identified as a local partnership within the State system. In accordance with section 305 of the Act, if a State has an approved State School-to-Work Opportunities plan, the State must confirm that the plan submitted by the local partnership is in accordance with the State plan. The application from the local partnership must contain this confirmation. Section 303(b)(1) of the Act requires that each State review and comment on a local partnership's application within 30 days from the date on which the State receives the application from the local partnership. Therefore, even though an applicant has 75 days to apply for a Urban/Rural Opportunties Grant under this notice, it must provide its application to its State in time for the State to have at least 30 days before the due date to review and comment on the application. Furthermore, under section 303(c)(2) of the Act, the State's comments must be included in the local partnership's application. However, if the State does not provide review and comment within the 30-day time period described above, the local partnership may submit the application to the Departments without State comment. In such a case, the local partnership should provide proof that the State received a copy of the local partnership's application at least 30 days prior to the application due date. 3. Period of Performance The period of performance for Urban/Rural Opportunities Grants is sixty (60) months from the beginning of the project period. 4. Option to Extend Urban/Rural Opportunities Grants may be continued up to 4 additional years, regardless of the State Implementation Grant status of the State in which the partnership is located. Additional funding will be based upon availability of funds and the progress of the local partnership towards its objectives as stated in its performance agreement and will be subject to the annual approval of the Secretaries of Labor and Education (the Secretaries). It is expected that the amount of Federal funds, if any, that are awarded to local partnerships under this notice in subsequent years, will decrease. 5. Available Funds Approximately $14 million is available for this competition. 6. Estimated Range of Awards The amount of an award under this competition will depend upon the scope, quality, and comprehensiveness of the proposed initiative and the relative size of the high poverty area to be served by the local partnership. While there is no limitation on the size of a high poverty area, the Departments expect that the resources available for individual grants will effectively serve high poverty areas of no more than a total of 50,000 in population. The Departments further expect that first-year award amounts will range from a minimum award of $200,000 to a maximum award of $500,000. These estimates, which are provided to assist applicants in developing their plans, are not binding. 7. Estimated Number of Awards The Departments expect to award 30-40 grants under this competition. Note: The Departments are not bound by any estimates in this notice. 8. Grantee Reporting Requirements/Deliverables (a) Reporting requirements. The local partnership grantee will be required, at a minimum, to submit: [[Page 18204]] --Quarterly Financial Reports (SF 269 A); --Quarterly Narrative Progress Reports; --Performance Agreement or Performance Standards; --Annual Financial Reports (ED Form 524 B, and SF 269); Budget Information for Upcoming Years, if necessary; --An Annual Performance Report providing data on performance measures; and --A close-out report at the end of the grant. (b) Deliverables. The local partnership grantee will be required to: * Provide information on best practices and innovative school-and work-based curricula suitable for dissemination to States and other stakeholders; * Participate in two grantee meetings per year sponsored by the National School-to-Work Office; * Act as a host to outside visitors who are interested in developing and implementing School-to-Work Opportunities initiatives in urban or rural areas of high poverty and to other visitors interested in the replication, adaptation and/or impact of successful program elements; and * Participate as needed in national evaluation and special data collection activities. 9. Application Transmittal Instructions An application for an award must be mailed or hand delivered by the closing date. (A) Applications Delivered by Mail An application sent by mail must be addressed to the U.S. Department of Education, Application Control Center, Attention CFDA # 278G, 600 Independence Avenue, SW, Washington, DC 20202-4725. An application must show proof of mailing consisting of one of the following: * A legibly dated U.S. Postal Service Postmark; * A legible mail receipt with the date of mailing stamped by the U.S. Postal Service; * A dated shipping label, invoice, or receipt from a commercial carrier; or * Any other proof of mailing acceptable to the U.S. Secretary of Education. If an application is sent through the U.S. Postal Service, the Secretaries do not accept either of the following as proof of mailing: * A private metered postmark; or * A mail receipt that is not dated by the U.S. Postal Service. An applicant should note that the U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, an applicant should check with its local post office. An applicant is encouraged to use registered or at least first class mail. Each late applicant will be notified that its application will not be considered. (B) Applications Delivered by Hand An application that is hand delivered must be taken to the U.S. Department of Education, Application Control Center, Room 3633, Regional Office Building 3, 7th and D Streets, SW, Washington, DC. The Application Control Center will accept hand delivered applications between 8:00 a.m. and 4:30 p.m. (Eastern time) daily, except Saturdays, Sundays and Federal Holidays. Individuals delivering applications must use the D Street Entrance. Proper identification is necessary to enter the building. In order for an application sent through a courier service to be considered timely, the courier service must be in receipt of the application on or before the closing date. Section D. Organization and Content of Applications Applicants are encouraged to submit an original and three (3) copies of their application. The Departments suggest that the application be divided into six distinct parts: detachable description addressing the high poverty area definition, budget and certifications, abstract, State comments, program narrative, and appendices. To ensure a comprehensive and expeditious review, the Departments strongly suggest that applicants submit an application formatted as follows: Table of Contents I. Eligibility Requirements Part I must contain detailed information as described in the Eligible Applicants, High Poverty Area Definition subsection of this notice and, for pre-screening purposes, should be separate and easily detachable from the remainder of the application. II. Budget and Certifications Part II should contain the Standard Form (SF) 424, ``Application for Federal Assistance,'' and SF 524, ``Budget.'' One copy of the SF 424 must have original signatures of the designated fiscal agent, who will be the grantee. In addition, the budget should include--on a separate page(s)-- a detailed cost break-out of each line item on SF 524. Applicants should list any non-Federal resources within their narrative applications. Any non-Federal resources listed on the applicant's SF 424 or ED Form 524, Section B, will be considered binding. Assurances and Certifications found in an appendix to this notice should also be included in Part II of the application and should include the original signatures of the fiscal agent/grantee. III. Abstract Part III should consist of a one-page abstract summarizing the essential components and key features of the local partnership's plan. IV. State Comments Part IV should contain the State's comments on the application. Details on this section can be found under the State Comments heading of this notice. V. Program Narrative Part V should contain the application narrative that demonstrates the applicant's plan and capabilities in accordance with the selection criteria contained in this notice. In order to facilitate expeditious evaluation by the panels, applicants should describe their proposed plan in light of each of the selection criteria. No cost data or reference to price should be included in this part of the application. The Departments strongly request that applicants limit the program narrative section to no more than 40 one-sided, double-spaced pages. VI. Appendices All applicable appendices including letters of support, resumes, and organization charts should be included in this section. The Departments recommend that all appendix entries be cross-referenced back to the applicable sections in the program narrative. Note: Applicants are advised that the peer review panels evaluate each application solely on the basis of the selection criteria contained in this notice and the School-to-Work Opportunities Act. Appendices may be used to provide supporting information. However, in scoring applications, reviewers are required to take into account only information that is presented in the application narrative, which must address the selection criteria and requirements of the Act. Letters of support are welcome, but applicants should be aware that support letters contained in the application will strengthen the application only if they contain commitments that pertain to the selection criteria. Based on their experience with past competitions, and in an effort to ensure and confirm the commitment of key partners to their partnership, the Assistant Secretaries may wish to contact the applicants and their key [[Page 18205]] partners before making final funding decisions. Section E. Safeguards The Departments will apply certain safeguards, as required under Section 601 of the Act, to School-to-Work Opportunities programs funded under this notice. The application must include a brief assurance that the following safeguards will be implemented and maintained throughout all program activities: (a) No student shall displace any currently employed worker (including a partial displacement, such as a reduction in the hours of non-overtime work, wages, or employment benefits). (b) No School-to-Work Opportunities program shall impair existing contracts for services or collective bargaining agreements, and no program funded under this notice shall be undertaken without the written concurrence of the labor organization and employer concerned. (c) No student shall be employed or fill a job-- (1) When any other individual is on temporary layoff, with the clear possibility of recall, from the same or any substantially equivalent job with the participating employer; or (2) When the employer has terminated the employment of any regular employee or otherwise reduced its workforce with the intention of filling the vacancy so created with the student. (d) Students shall be provided with adequate and safe equipment and safe and healthful workplaces in conformity with all health and safety requirements of Federal, State, and local laws. (e) Nothing in the Act shall be construed so as to modify or affect any Federal or State law prohibiting discrimination on the basis of race, religion, color, ethnicity, national origin, gender, age, or disability. (f) Funds awarded under the Act shall not be expended for wages of students or workplace mentors. (g) The grantee shall implement and maintain such other safeguards as the Secretaries may deem appropriate in order to ensure that School- to-Work Opportunities participants are afforded adequate supervision by skilled adult workers, or to otherwise further the purposes of the Act. Section F. Waivers Under Title V of the Act, the Secretaries may waive certain Federal requirements that impede the ability of a State or local partnership to carry out the purposes of the Act. Only local partnerships in States with approved School-to-Work Opportunities plans may apply for waivers. A local partnership that seeks a waiver should contact its State School-to-Work Contact to determine what documentation is required and to whom it should be sent. In May, 1995, the National School-to-Work Opportunities Office issued a document entitled ``School-to-Work Opportunities Waiver and Plan Approval Process Questions and Answers.'' This document was sent to every Governor and State School-to-Work Contact. The document contains answers to many of the questions that localities may have when preparing their waiver requests. Local Partnerships interested in applying for waivers should contact the National School-to-Work Opportunities Office or their State School-to-Work Contact for a copy of the waivers document. Section G. Bidders' Conferences Bidders' Conferences for interested School-to-Work Urban/Rural Opportunities representatives are scheduled from 1:00 p.m. to 4:00 p.m., on the dates and locations listed below: * May 9, 1997, Dallas, Texas. * May 12, 1997, Chicago, Illinois. Registration for both conferences will be held from 12-1 p.m. (Central Time). More information on the location of each conference will be provided to applicants at the time of registration. Participants at each of the Conferences will receive a detailed description of the School-to-Work Opportunities Act, the selection criteria and high poverty area definition and how they will be applied, and will have the opportunity to ask questions of Federal School-to- Work officials. All partnerships must pre-register by faxing the names and addresses of up to three members of the local partnership planning to attend, the name of the local partnership, and a phone number to: Jeffrey Way, Way and Associates, 7338 Baltimore Avenue, Suite 107, College Park, MD 20740, (301) 277-2050; FAX: (301) 277-2051. Questions regarding the solicitation may be submitted in advance. If you are unable to attend one of the Bidders' Conferences but would like the conference materials and a conference transcript, submit your request via fax to the fax number listed above. All reservations must be submitted no later than April 25, 1997. You will be sent a confirmation along with hotel accommodation information once your registration has been received. School-to-Work Local Partnership Grants Administrative Cost Cap The Departments are applying the 10 percent cap on administrative costs contained in section 215(b)(6) of the Act to local partnerships receiving grants directly under this competition. As was explained in the notice announcing the FY 1995 competition, section 215(b)(6) of the Act applies the 10 percent administrative cap to subgrants received by local partnerships from a State. Applying the 10 percent cap to Urban/ Rural local partnership grants under this competition is consistent with the Act's intent and its broader limitations on administrative costs, as well as with section 305 of Title III, which requires conformity between School-to-Work Opportunities plans of local partnerships and State School-to-Work Opportunities plans. Definition of Administrative Costs All definitions in the Act apply to local School-to-Work Opportunities systems funded under this and future Urban/Rural Opportunities Grant competitions. Since the Act does not contain a definition of the term ``administrative costs'' as used in section 217 of the Act, as was explained in the notice announcing the FY 1995 competition, the Departments will apply the following definition to competitions for Urban/Rural Opportunities Grants. The term ``administrative costs'' means the activities of a local partnership that are necessary for the proper and efficient performance of its duties under the Urban/Rural Opportunities Grant pursuant to the School-to-Work Opportunities Act and that are not directly related to the provision of services to participants or otherwise allocable to the program's allowable activities listed in section 215(b)(4) and section 215(c) of the Act. Administrative costs may be either personnel or non- personnel costs, and may be either direct or indirect. Costs of administration include those costs that are related to this grant in such categories as-- A. Costs of salaries, wages, and related costs of the grantee's staff engaged in-- * Overall system management, system coordination, and general administrative functions, except evaluation activities; * Preparing program plans, budgets, and schedules, as well as applicable amendments; * Monitoring of local initiatives, pilot projects, subrecipients, and related systems and processes; [[Page 18206]] * Procurement activities, including the award of specific subgrants, contracts, and purchase orders; * Developing systems and procedures, including management information systems, for ensuring compliance with the requirements under the Act; * Preparing reports and other documents related to the Act; * Coordinating the resolution of audit findings; B. Costs for goods and services required for administration of the School-to-Work Opportunities system; C. Costs of system-wide management functions; and D. Travel costs incurred for official business in carrying out grants management or administrative activities. EZ/EC Priority The Departments invite applications from local partnerships proposing to implement a School-to-Work Opportunities initiative for youth residing or attending school in an Empowerment Zone or Enterprise Community (EZ/EC), designated under section 1391 of the Internal Revenue Code (IRC), as amended by Title XIII of the Omnibus Budget Reconciliation Act of 1993. This is an invitational priority, under authority of 34 CFR 75.105(c)(1), whereby the Departments seek to encourage EZ/EC communities to apply for grants in this competition. Selection Criteria Under the School-to-Work Urban/Rural Opportunities Grant competition, the Departments will use the following selection criteria in evaluating applications and will utilize a peer review process in which review teams, including peers, will evaluate applications using the selection criteria and the associated point values. The Departments will base final funding decisions on the ranking of applications as a result of the peer review, and such other factors as replicability, sustainability, innovation, geographic balance, and diversity of system approaches. Further, as established in section 302(b)(3) of the Act, the Secretaries, in awarding grants under this notice, shall give priority to local partnerships that have demonstrated effectiveness in the delivery of comprehensive vocational preparation programs with successful rates in job placement through cooperative activities among local educational agencies, local businesses, labor organizations, and other organizations. Selection Criterion 1: Comprehensive Local School-to-Work Opportunities System (40 Points) Considerations: In applying this criterion, reviewers will consider-- A. 20 Points. The extent to which the partnership has designed a comprehensive local School-to-Work Opportunities plan that-- * Includes effective strategies for integrating school-based and work-based learning, integrating academic and vocational education, and establishing linkages between secondary and postsecondary education; * Is likely to produce systemic change that will have substantial impact on the preparation of all students for a first job in a high-skill, high-wage career and in increasing their opportunities for further learning; * Ensures that all students will have a full range of options, including options for higher education, additional training and employment in high-skill, high-wage jobs; * Ensures coordination and integration with existing school- to-work programs, and with related programs financed from State and private sources, with funds available from Federal education and training programs (such as the Job Training Partnership Act and the Carl D. Perkins Vocational and Applied Technology Education Act); and where applicable, communities designated as Empowerment Zones or Enterprise Communities (EZ/EC); * Serves a geographical area that reflects the needs of the local labor market (i.e., considers the needs of the local labor market that encompasses the high poverty area), and is able to adjust to regional structures that the State School-to-Work Opportunities plan may identify; * Targets occupational clusters that represent growing industries in the partnership's geographic area; and, where applicable, demonstrates that the clusters are included among the occupational clusters being targeted by the State School-to-Work Opportunities system; and * Consistent with section 301(2) of the Act, includes an effective strategy for assessing and addressing the academic and human service needs of students and dropouts within the high poverty area, making improvements or adjustments as necessary, with particular emphasis on the coordination of various human services provided within the community. B. 20 Points. The extent to which the partnership's plan demonstrates its capability to achieve the statutory requirements and to effectively put in place the system components in Title I of the School-to-Work Opportunities Act, including-- * A work-based learning component that includes the statutory ``mandatory activities'' and that contributes to the transformation of workplaces into active learning components of the education system through an array of learning experiences such as mentoring, job-shadowing, unpaid work experiences, school-sponsored enterprises, and paid work experiences; * A school-based learning component that provides students with high-level academic and technical skills consistent with academic standards that the State establishes for all students, including, where applicable, standards established under the Goals 2000: Educate America Act; * A connecting activities component to provide a functional link between students' school and work activities, and between workplace partners, educators, community organizations, and other appropriate entities; * Effective processes for assessing skills and knowledge required in career majors, and issuing portable skill certificates that are benchmarked to high-quality standards such as those States will establish under the Goals 2000: Educate America Act, and for periodically assessing and collecting information on student outcomes, as well as a realistic strategy and timetable for implementing the process in concert with the State; * A flexible School-to-Work Opportunities system that allows students participating in the local system to develop new career goals over time, and to change career majors; and * Effective strategies for: providing staff development for teachers, worksite mentors and other key personnel; developing model curricula and innovative instructional methodologies; expanding career and academic counseling in elementary and secondary schools; and utilizing innovative technology-based instructional techniques. Selection Criterion 2: Quality and Effectiveness of the Local Partnership (20 Points) Considerations: In applying this criterion, reviewers will refer to section 4(11) of the Act and consider-- * Whether the partnership's plan demonstrates an effective and convincing strategy for continuing the commitment of required partners and other interested parties in the local School-to-Work Opportunities system. As defined by the Act, partners must include employers, representatives of [[Page 18207]] local educational agencies and local postsecondary educational institutions (including representatives of area vocational education schools, where applicable), local educators (such as teachers, counselors, or administrators), representatives of labor organizations or nonmanagerial employee representatives, and students, and may include other relevant stakeholders such as those listed in section 4(11)(B) of the Act, including employer organizations; community-based organizations; national trade associations working at the local levels; industrial extension centers; rehabilitation agencies and organizations; registered apprenticeship agencies; local vocational education entities; proprietary institutions of higher education; local government agencies; parent organizations; teacher organizations; vocational student organizations; private industry councils under JTPA; Federally recognized Indian tribes, Indian organizations, and Alaska Native villages; and Native Hawaiian entities; * Whether the partnership's plan demonstrates an effective and convincing strategy for continuing the commitment of workplace partners and other interested parties in the local School-to-Work Opportunities system; * The effectiveness of the partnership's plan to include private sector representatives as joint partners with educators in both the design and the implementation of the local School-to-Work Opportunities system; * The extent to which the local partnership has developed strategies to provide a range of opportunities for workplace partners to participate in the design and implementation of the local School-to- Work Opportunities system, including membership on councils and partnerships; assistance in setting standards, designing curricula, and determining outcomes; providing worksite experiences for teachers; helping to recruit other employers; and providing worksite learning activities for students such as mentoring, job shadowing, unpaid work experiences, and paid work experiences; * The extent to which the roles and responsibilities of the key parties and any other relevant stakeholders are clearly defined and are likely to produce the desired changes in the way students are prepared for the future; * The extent to which the partnership demonstrates the capacity to build a quality local School-to-Work Opportunities system; and * Whether the partnership has included methods for sustaining and expanding the partnership as the program expands in scope and size. Note: As indicated in the Background section of this notice, in accordance with section 301(2) of the Act, the Departments recognize the significance of a local partnership's capability to provide for a broad range of services that sufficiently address the various needs of high poverty area youth. Applicants are, therefore, reminded that local partnerships should include members that are appropriate to the effective implementation of the local initiative, particularly community-based organizations and others experienced in dealing with the distinctive needs of youth residing or attending schools in high poverty areas. Selection Criterion 3: Participation of All Students (15 Points) Considerations: In applying this criterion, reviewers will refer to the definition of the term ``all students'' in section 4(2) of the Act, and consider-- * The extent to which the partnership will implement effective strategies and systems to provide all students with equal access to the full range of program components specified in sections 102 through 104 of the Act and related activities such as recruitment, enrollment, and placement activities, and to ensure that all students have meaningful opportunities to participate in School-to-Work Opportunities programs; * Whether the partnership has identified potential barriers to the participation of any students, and the degree to which it proposes effective ways of overcoming these barriers; * The degree to which the partnership has developed realistic goals and methods for assisting young women to participate in School-to-Work Opportunities programs leading to employment in high- performance, high-paying jobs, including non-traditional jobs; * The partnership's methods for ensuring safe and healthy work environments for students, including strategies for encouraging schools to provide students with general awareness training in occupational safety and health as part of the school-based learning component, and for encouraging workplace partners to provide risk- specific training as part of the work-based learning component, as well the extent to which the partnership has developed realistic goals to ensure environments free from racial and sexual harassment; and * The extent to which the partnership's plan provides for the participation of a significant number or percentage of students in School-to-Work Opportunities activities listed under Title I of the Act. Selection Criterion 4: Collaboration With State (15 Points) Considerations: In applying this criterion, reviewers will consider-- * The extent to which the local partnership has effectively consulted with its State School-to-Work Opportunities Partnership, and has established realistic methods for ensuring consistency of its local strategies with the statewide School-to-Work Opportunities system being developed by that State Partnership; * Whether the local partnership has developed a sound strategy for integrating its plan, as necessary, with the State plan for a statewide School-to-Work Opportunities system; * The extent to which the local partnership has developed effective processes through which it is able to assist and collaborate with the State in establishing the statewide School-to-Work Opportunities system, and is able to provide feedback to the state on their system-building process; and * Whether the plan includes a feasible workplan which describes the steps that will be taken in order to make the local system part of the State School-to-Work Opportunities System, including a timeline that includes major planned objectives during the grant period. Selection Criterion 5: Management Plan (10 Points) Considerations: In applying this criterion, reviewers will consider-- * The feasibility and effectiveness of the partnership's strategy for using other resources, including private sector resources, to maintain the system when Federal resources under the School-to-Work Opportunities Act are no longer available; * The extent to which the partnership's management plan anticipates barriers to implementation and proposes effective methods for addressing barriers as they arise; * Whether the plan includes feasible, measurable goals for the School-to-Work Opportunities system, based on performance outcomes established under section 402 of the Act, and an effective method for collecting information relevant to the local partnership's progress in meeting its goals; * Whether the plan includes a regularly scheduled process for improving or redesigning the School-to-Work Opportunities system based on performance outcomes established under section 402 of the Act; * The extent to which the resources requested will be used to develop [[Page 18208]] information, products, and ideas that will assist other States and local partnerships as they design and implement local systems; and * The extent to which the partnership will limit equipment and other purchases in order to maximize the amounts spent on delivery of services to students. Note: Experience with the 1994 and 1995 Urban/Rural Opportunities Grant competitions provided the Departments with a greater awareness with regard to a local partnership's responsibilty for understanding and coordinating an array of programs and services available to high poverty area youth. In considering this criterion, applicants should address the partnership's capacity to manage the implementation of the local School-to-Work Opportunities initiative. Dated: April 7, 1997. Raymond Uhalde, Acting Assistant Secretary for Employment and Training, Department of Labor. Patricia McNeil, Assistant Secretary for Vocational and Adult Education Department of Education. BILLING CODE 4000-01-P [[Page 18209]] [GRAPHIC] [TIFF OMITTED] TN14AP97.000 [[Page 18210]] [GRAPHIC] [TIFF OMITTED] TN14AP97.001 [[Page 18211]] [GRAPHIC] [TIFF OMITTED] TN14AP97.002 [[Page 18212]] [GRAPHIC] [TIFF OMITTED] TN14AP97.003 [[Page 18213]] [GRAPHIC] [TIFF OMITTED] TN14AP97.004 [[Page 18214]] [GRAPHIC] [TIFF OMITTED] TN14AP97.005 [[Page 18215]] [GRAPHIC] [TIFF OMITTED] TN14AP97.006 [[Page 18216]] [GRAPHIC] [TIFF OMITTED] TN14AP97.007 [[Page 18217]] [GRAPHIC] [TIFF OMITTED] TN14AP97.008 [[Page 18218]] [GRAPHIC] [TIFF OMITTED] TN14AP97.009 [[Page 18219]] [GRAPHIC] [TIFF OMITTED] TN14AP97.010 [[Page 18220]] [GRAPHIC] [TIFF OMITTED] TN14AP97.011 [[Page 18221]] [GRAPHIC] [TIFF OMITTED] TN14AP97.012 [[Page 18222]] [GRAPHIC] [TIFF OMITTED] TN14AP97.013 [[Page 18223]] [GRAPHIC] [TIFF OMITTED] TN14AP97.014 [[Page 18224]] [GRAPHIC] [TIFF OMITTED] TN14AP97.015 [[Page 18225]] [GRAPHIC] [TIFF OMITTED] TN14AP97.016 [[Page 18226]] [GRAPHIC] [TIFF OMITTED] TN14AP97.017 [[Page 18227]] [GRAPHIC] [TIFF OMITTED] TN14AP97.018 [[Page 18228]] [GRAPHIC] [TIFF OMITTED] TN14AP97.019 [[Page 18229]] [GRAPHIC] [TIFF OMITTED] TN14AP97.020 [[Page 18230]] [GRAPHIC] [TIFF OMITTED] TN14AP97.021 [[Page 18231]] [GRAPHIC] [TIFF OMITTED] TN14AP97.022 [FR Doc. 97-9403 Filed 4-11-97; 8:45 am] BILLING CODE 4000-01-C